Teaching and Learning in Collaborative Group Design Projects
Teaching and Learning in Collaborative Group Design Projects
复制标题
协作小组设计项目的教学
DOI：
--
复制
发表时间：
2006
期刊：
影响因子：
--
通讯作者：
J. Rollo
中科院分区：
文献类型：
--
作者：
R. Tucker;J. Rollo
摘要200年的学徒/大师传统，支撑工作室工作室系统仍然是当今建筑设计教育的核心。然而，这一传统给许多面临高等教育经费变化的讲师带来了不确定性。随着一对一的工作人员/学生接触时间的减少，许多教育工作者发现越来越难以维持工作室教学模式。如果这些缺陷仍然不受控制，设计学校无法实施战略，以减少一对一工作室教学计划的资源密集度，那么，对于许多高等教育提供者来说，目前的建筑教育可能是基于一个站不住脚的课程结构。越来越多的讲师开始设置小组项目，而不是把时间分散在大量的个人项目上。这使他们能够协调更长和更深入的审查会议，对较少数量的任务提交。然而，虽然小组模型可能反映了专业实践中的设计过程的现实，但作为评估学生个人技能能力的教学和学习原型，这种方法并非没有缺点。因此，什么是明确的是需要一个易于采用的andragogy的教学和评估组设计项目。以下是一份立场文件，重点介绍了有效的群体结构和装配和公平的评估模型的背景，方法和战略教学和学习补助金目前在澳大利亚迪肯大学建筑学院运行的早期结果。
Abstract The 200 years of apprentice/master tradition that underpins the atelier studio system is still at the core of much present-day architectural design education. Yet this tradition poses uncertainties for a large number of lecturers faced with changes in the funding of tertiary education. With reductions in one-to-one staff/student contact time, many educators are finding it increasingly difficult to maintain an atelier teaching model. If these deficiencies remain unchecked and design-based schools are unable to implement strategies to reduce the resource intensity of one-to-one studio teaching programmes, then, for many higher-education providers, current architectural education may be based on an untenable course structure. Rather than spreading their time thinly over a large number of individual projects, an increasing number of lecturers are setting group projects. This allows them to coordinate longer and more in-depth review sessions on a smaller number of assignment submissions. However, while the group model may reflect the realities of the design process in professional practice, the approach is not without shortcomings as a teaching and learning archetype for the assessment of individual student skill competencies. Hence, what is clear is the need for a readily adoptable andragogy for the teaching and assessment of group design projects. The following is a position paper that describes—with a focus on effective group structures and assemblage and fair assessment models—the background, methodology and early results of a Strategic Teaching and Learning Grant currently running at the School of Architecture and Building at Deakin University in Australia.